The evaluation of locally-funded bilingual education programs differs methodologically from that of federally-funded programs. In the latter, comparisons are made between the performance of limited English proficiency (LEP) students in bilingual programs with those LEP students not in the programs, to determine what the proficiency of the program participants would have been without the bilingual education. This is done to justify the use of federal funds for these programs, with the intention of eventual transfer of financial responsibility to the local level. The locally-funded programs must justify their existence to the community, and thus the questions that are asked in program evaluation are different from those asked at the federal level. Such questions include length of time students stay in the programs, "drop-out" rates, rate of graduation, English proficiency of the program participants, and attitudes of the community and educational personnel. These questions compare the LEP students in the program with those LEP students not in the program and with monolingual English students in the community at large. What is needed, then, is a good testing and record-keeping system for LEP students which is compatible with that for non-LEP students. (PJM)